Sonya L Armstrong
Biographic Data
| ID | 4218550 |
|---|---|
| NAME | Sonya L Armstrong |
| GIVEN NAMES | Sonya L |
| FAMILY NAME | Armstrong |
| SIGNATURE | ARMSTRONG S L |
| AFFILIATIONS | Department of Curriculum and Instruction Texas State University San Marcos Texas USA |
| ORCID | 0000-0003-3023-5436 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 9 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Normalizing the Productive Struggle
In this manuscript, the authors contend that today's concerns about declining college reading skills reveal a longstanding need to reframe and valorize the “productive struggle” inherent in postsecondary academic reading development. Drawing on historical and contemporary evidence—including the persistent need of college‐level reading supports and the impacts of recent policy shifts and AI anxieties—the authors problematize deficit‐based narrativ…
The Main Idea Hunt
Find and underline the author's main idea. Such instructional directives have long been a staple of postsecondary literacy instruction, at least as gauged by their prevalence in developmental reading (and integrated reading and writing, IRW) course textbooks. We question whether this discrete skill should continue to be taught, given its misalignment with the rigorous and complex interpretive literacy demands of college‐level reading. Drawing fro…
The Continued Need for Strategy Investigations
The authors report on a think‐aloud study of college students placed into developmental reading courses as they learned and implemented a new strategy device. The purpose was to investigate the device's potential utility for students, especially given the current practical trends in the field to move away from strategy instruction. Findings suggest that while reading textbook chapters in biology and history, the participants drew on existing text…
Mountains and Pit Bulls
In this article, we describe an approach to uncovering learners' literacy‐oriented conceptualizations while they are enrolled in transitional, or developmental, reading and writing classes in a college context. This approach entailed eliciting and then analyzing the metaphors for academic literacies produced by students in 15 sections of a mandatory paired reading and writing course. We examine major themes that emerged from our analysis en route…
The Subjectivity Problem
Metaphor analysis procedures for uncovering participant conceptualizations have been well-established in qualitative research settings since the early 1980s; however, one common criticism of metaphor analysis is the trustworthiness of the findings. Namely, accurate determination of the conceptual metaphors held by participants based on the investigation of linguistic metaphors has been identified as a methodological issue because of the subjectiv…
Peer Review Re-Viewed
While peer review is a common practice in college composition courses, there is little consistency in approach and effectiveness within the field, owing in part to the dearth of empirical research that investigates peer-review processes. This study is designed to shed light on what a peer reviewer actually reads and attends to while providing peer-review feedback
The Subjectivity Problem
Metaphor analysis procedures for uncovering participant conceptualizations have been well-established in qualitative research settings since the early 1980s; however, one common criticism of metaphor analysis is the trustworthiness of the findings. Namely, accurate determination of the conceptual metaphors held by participants based on the investigation of linguistic metaphors has been identified as a methodological issue because of the subjectiv…
Peer Review Re-Viewed
While peer review is a common practice in college composition courses, there is little consistency in approach and effectiveness within the field, owing in part to the dearth of empirical research that investigates peer-review processes. This study is designed to shed light on what a peer reviewer actually reads and attends to while providing peer-review feedback
Mountains and Pit Bulls
In this article, we describe an approach to uncovering learners' literacy‐oriented conceptualizations while they are enrolled in transitional, or developmental, reading and writing classes in a college context. This approach entailed eliciting and then analyzing the metaphors for academic literacies produced by students in 15 sections of a mandatory paired reading and writing course. We examine major themes that emerged from our analysis en route…
The Subjectivity Problem
Metaphor analysis procedures for uncovering participant conceptualizations have been well-established in qualitative research settings since the early 1980s; however, one common criticism of metaphor analysis is the trustworthiness of the findings. Namely, accurate determination of the conceptual metaphors held by participants based on the investigation of linguistic metaphors has been identified as a methodological issue because of the subjectiv…
The Continued Need for Strategy Investigations
The authors report on a think‐aloud study of college students placed into developmental reading courses as they learned and implemented a new strategy device. The purpose was to investigate the device's potential utility for students, especially given the current practical trends in the field to move away from strategy instruction. Findings suggest that while reading textbook chapters in biology and history, the participants drew on existing text…
Normalizing the Productive Struggle
In this manuscript, the authors contend that today's concerns about declining college reading skills reveal a longstanding need to reframe and valorize the “productive struggle” inherent in postsecondary academic reading development. Drawing on historical and contemporary evidence—including the persistent need of college‐level reading supports and the impacts of recent policy shifts and AI anxieties—the authors problematize deficit‐based narrativ…
The Main Idea Hunt
Find and underline the author's main idea. Such instructional directives have long been a staple of postsecondary literacy instruction, at least as gauged by their prevalence in developmental reading (and integrated reading and writing, IRW) course textbooks. We question whether this discrete skill should continue to be taught, given its misalignment with the rigorous and complex interpretive literacy demands of college‐level reading. Drawing fro…
Linguistics (4 works) · Psychology (4 works) · Reading (process (4 works) · Computer Science (3 works) · Pedagogy (3 works) · Reading and Literacy Development (3 works) · EFL/ESL Teaching and Learning (2 works) · Higher education (2 works) · Language, Metaphor, and Cognition (2 works) · Literacy (2 works)